eeRESEARCH

Welcome to our collaborative research library!

eeRESEARCH combines research for environmental education and the movement to connect children and nature. The database includes multiple ways to search for articles, syntheses, and research summaries. 

This project is a partnership with Children & Nature Network and NAAEE. Funded by the Pisces Foundation with support from ee360 and the U.S. Forest Service. Learn more.

Displaying 651 - 700 of 2107

Animal-human relationship stories attest to the important role animals play in the holistic health of Indigenous peoples

McGinnis, A. ., Kincaid, A. ., Barrett, M. ., Ham, C. ., & Group, C. E. R. A. (2019). Strengthening animal-human relationships as a doorway to Indigenous holistic wellness. Ecopsychology. https://doi.org/http://dx.doi.org/10.1089/eco.2019.0003

Differing perceptions of the sea among junior high students enrolled in a marine education program in Japan

Sakurai, R. ., Uehara, T. ., & Yoshioka, T. . (2019). Students’ perceptions of a marine education program at a junior high school in Japan with a specific focus on Satoumi. Environmental Education Research, 25, 222-237.

Promoting agency in young children is of major importance for education for sustainable development

Bascope, M. ., Perasso, P. ., & Reiss, K. . (2019). Systematic review of education for sustainable development at an early stage: Cornerstones and pedagogical approaches for teacher professional development. Sustainability, 11. https://doi.org/http://dx.doi.org/10.3390/su11030719

Measuring a baseline for systems thinking in geography at the high school level

Cox, M. ., Elen, J. ., & Steegen, A. . (2019). Systems thinking in geography: can high school students do it?. International Research in Geographical and Environmental Education, 28, 37-52.

How educators can talk about climate change and maintain their audience's trust

Monroe, M. C., Oxarart, A. ., & Walkingstick, T. . (2019). Talking about climate change: How to enhance trust with forestry audiences. Applied Environmental Education & Communication, 18, 43-52.

Students with and without special needs and their teachers share positive perceptions of learning in an outdoor classroom

Guardino, C. ., Hall, K. ., Largo-Wight, E. ., & Hubbuch, C. . (2019). Teacher and student perceptions of an outdoor classroom. Journal of Outdoor and Environmental Education, 22, 113-126. https://doi.org/http://dx.doi.org/10.1007/s42322-019-00033-7

Providing teacher trainings in GIS to support integration into K-12 classrooms

Collins, L. ., & Mitchell, J. T. (2019). Teacher training in GIS: what is needed for long-term success?. International Research in Geographical and Environmental Education, 28, 118-135.

Approaching the interconnectedness of soils and climate change through systems thinking

de Sousa, L. O., Hay, E. A., & Liebenberg, D. . (2019). Teachers’ understanding of the interconnectedness of soil and climate change when developing a systems thinking concept map for teaching and learning. International Research in Geographical & Environmental Education, 28, 324-342.

Traffic-related air pollution, but not traffic noise or greenspace, is linked to childhood overweight

Bloemsma, L. ., Wijga, A. ., Klompmaker, J. ., Janssen, N. ., Smit, H. ., Koppelman, G. ., … Gehring, U. . (2019). The associations of air pollution, traffic noise and green space with overweight throughout childhood: The PIAMA birth cohort study. Environmental Research, 169, 348-356. https://doi.org/http://dx.doi.org/10.1016/j.envres.2018.11.026

Setting nature connectedness goals in early childhood education curricula

Barrable, A. . (2019). The Case for Nature Connectedness as a Distinct Goal of Early Childhood Education. International Journal of Early Childhood Environmental Education, 6, 12.

Environmental attitude and behavior form around age 7, increase until age 10, level off until age 14, and then decline again

Otto, S. ., Evans, G. ., Moon, M. ., & Kaiser, F. . (2019). The development of children’s environmental attitude and behavior. Global Environmental Change, 58. https://doi.org/http://dx.doi.org/10.1016/j.gloenvcha.2019.101947

Less greenery in the neighborhood and less time spent in a park are linked to poorer general and mental health among young children

Andrusaityte, S. ., Gražulevičiene, R. ., Dedele, A. ., & Balseviciene, B. . (2019). The effect of residential greenness and city park visiting habits on preschool children’s mental and general health in Lithuania: A cross-sectional study. International Journal of Hygiene and Environmental Health. https://doi.org/http://dx.doi.org/10.1016/j.ijheh.2019.09.009

Place-based stewardship education in urban communities promotes knowledge, skills, and motivation needed for sustaining common-pool resources

Flanagan, C. ., Gallay, E. ., Pykett, A. ., & Smallwood, M. . (2019). The Environmental Commons in Urban Communities: The potential of place-based education. Frontiers in Psychology, 10. https://doi.org/http://dx.doi.org/10.3389/fpsyg.2019.00226

Children, aged 4–11, do not show the preference for nature found in adults

Meidenbauer, K. ., Stenfors, C. ., Young, J. ., Layden, E. ., Schertz, K. ., Kardan, O. ., … Berman, M. . (2019). The gradual development of the preference for natural environments. Journal of Environmental Psychology, 65. https://doi.org/http://dx.doi.org/10.1016/j.jenvp.2019.101328

Subtle anthropomorphism can be effectively used to teach children about conservation ecology

McCabe, S. ., & Nekaris, K. A. I. (2019). The impact of subtle anthropomorphism on gender differences in learning conservation ecology in Indonesian school children. Applied Environmental Education & Communication, 18, 13-24.

Nature experiences during childhood can have long-lasting consequences on attitudes toward and tolerance of wildlife

Ngo, K. ., Hosaka, T. ., & Numata, S. . (2019). The influence of childhood nature experience on attitudes and tolerance towards problem-causing animals in Singapore. Urban Forestry & Urban Greening, 41, 150-157. https://doi.org/http://dx.doi.org/10.1016/j.ufug.2019.04.003

Updates to the New Environmental Paradigm (NEP) survey and comments on how the scale should be used

Bernstein, J. ., & Szuster, B. W. (2019). The new environmental paradigm scale: Reassessing the operationalization of contemporary environmentalism. The Journal of Environmental Education, 50, 73-83.

Nature, open areas, and pathways in outdoor environments are positively linked to children's health

Sando, O. . (2019). The outdoor environment and children’s health: A multilevel approach. International Journal of Play, 8, 39-52. https://doi.org/http://dx.doi.org/10.1080/21594937.2019.1580336

Editorial: Academic environmental organizations may fill critical need for environmental education at universities

Sterbuleac, D. ., & Toma, O. . (2019). The overlooked role of academic environmental organizations in addressing environmental education issues. Applied Environmental Education & Communication, 18, 91-94.

Investigating the political dimension of environmental sustainable education

Håkansson, M. ., & Östman, L. . (2019). The political dimension in ESE: the construction of a political moment model for analyzing bodily anchored political emotions in teaching and learning of the political dimension. Environmental Education Research, 25, 585-600.

Spending time in nature has psychological, social, and pro-environmental benefits for children

Dopko, R. ., Capaldi, C. ., & Zelenski, J. . (2019). The psychological and social benefits of a nature experience for children: A preliminary investigation. Journal of Environmental Psychology, 63, 134-138. https://doi.org/http://dx.doi.org/10.1016/j.jenvp.2019.05.002

Connection with nature may have a particularly important role in furthering psychological growth and development

Pritchard, A. ., Richardson, M. ., Sheffield, D. ., & McEwan, K. . (2019). The relationship between nature connectedness and eudaimonic well-being: A meta-analysis. Journal of Happiness Studies. https://doi.org/http://dx.doi.org/10.1007/s10902-019-00118-6

Using educational entertainment to engage the public in climate change

Topp, K. ., Thai, M. ., & Hryciw, D. H. (2019). The role of entertainment in engagement with climate change. Environmental Education Research, 25, 691-700.

How environmental club participation may develop ecocentric mindsets

Smith, W. . (2019). The role of environment clubs in promoting ecocentrism in secondary schools: student identity and relationship to the earth. The Journal of Environmental Education, 50, 52-71.

Adolescents' subjective perceptions of their neighborhoods, rather than objective measures, are linked to their mental health and well-being

Mueller, M. ., Flouri, E. ., & Kokosi, T. . (2019). The role of the physical environment in adolescent mental health. Health & Place, 58. https://doi.org/http://dx.doi.org/10.1016/j.healthplace.2019.102153

The participation of children and youth can strengthen the possibilities for socially sustainable neighborhoods

Ziaesaeidi, P. ., & Cushing, D. . (2019). The social sustainability of neighbourhood-schools: A qualitative study with Iranian children and youth about their neighbourhood perceptions. Local Environments, 24, 1178-1196. https://doi.org/http://dx.doi.org/10.1080/13549839.2019.1683724

Overcoming knowledge gaps and stereotypes to teach global education

Scoffham, S. . (2019). The world in their heads: children’s ideas about other nations, peoples and cultures. International Research in Geographical and Environmental Education, 28, 89-102.

Short-term informal learning programs can help bridge the gap in gender representation in STEM

Solís, P. ., Huynh, N. T., Huot, P. ., Zeballos, M. ., Ng, A. ., & Menkiti, N. . (2019). Towards an overdetermined design for informal high school girls’ learning in geospatial technologies for climate change. International Research in Geographical and Environmental Education, 28, 151-174.

Immersive kitchen garden program can develop children's ecoliteracy and promote connection to nature

Wallace, H. D. (2019). Transdisciplinary learning in a kitchen garden: connecting to nature and constructing a path to ecoliteracy?. International Research in Geographical & Environmental Education, 28, 309-323.

Mental health and youth development program in parks may have the potential to prevent violence among at-risk youths

D’Agostino, E. ., Frazier, S. ., Hansen, E. ., Patel, H. ., Ahmed, Z. ., Okeke, D. ., … Messiah, S. . (2019). Two-year changes in neighborhood juvenile arrests after implementation of an afterschool park-based mental health promotion program in Miami-Dade County, Florida, 2015-2017. American Journal of Public Health. https://doi.org/http://dx.doi.org/10.2105/AJPH.2019.305050

Changing teacher practice through a long-term professional development opportunity

Hayes, K. N., Wheaton, M. ., & Tucker, D. . (2019). Understanding teacher instructional change: the case of integrating NGSS and stewardship in professional development. Environmental Education Research, 25, 115-134.

Even a short nature experience can reduce stress for urban residents

Hunter, M. ., Gillespie, B. ., & Chen, S.-P. . (2019). Urban nature experiences reduce stress in the context of daily life based on salivary biomarkers. Frontiers in Psychology, 10. https://doi.org/http://dx.doi.org/10.3389/fpsyg.2019.00722

Outdoor learning may be an effective way to promote the social and emotional skills of students with social, emotional, and behavioral disorders

Price, A. . (2019). Using outdoor learning to augment social and emotional learning (SEL) skills in young people with social, emotional, and behavioural difficulties (SEBD). Journal of Adventure Education and Outdoor Learning, 19, 315-328. https://doi.org/http://dx.doi.org/10.1080/14729679.2018.1548362

Picture books and written reflection increase ecoliteracy in first graders

Muthukrishnan, R. . (2019). Using Picture Books to Enhance Ecoliteracy of First-Grade Students. International Journal of Early Childhood Environmental Education, 6, 23.

Place-based learning can help young children develop a sustainability perspective

Boyd, D. . (2019). Utilising place-based learning through local contexts to develop agents of change in Early Childhood Education for Sustainability. Education 3-13, 47, 983-997. https://doi.org/http://dx.doi.org/10.1080/03004279.2018.1551413

Recurrent patterns observed in nature and animals may promote the psychological development of children with autism

Bystrom, K. ., Grahn, P. ., & Hägerhäll, C. . (2019). Vitality from experiences in nature and contact with animals – A way to develop joint attention and social engagement in children with autism?. International Journal of Environmental Research and Public Health, 16. https://doi.org/http://dx.doi.org/10.3390/ijerph16234673

Using the Scherp model to evaluate education approaches for sustainable development

Mogren, A. ., Gericke, N. ., & Scherp, H.- Åke . (2019). Whole school approaches to education for sustainable development: a model that links to school improvement. Environmental Education Research, 25, 508-531.

Mothers and daughters find spending time outdoors together strengthens communication and family connectedness

Izenstark, D. ., & Ebata, A. . (2019). Why families go outside: An exploration of mothers’ and daughters’ family-based nature activities. Leisure Sciences. https://doi.org/http://dx.doi.org/10.1080/01490400.2019.1625293

Why it is important to protect the environment: reasons given by children

Šoryte, D. ., & Pakalniškiene, V. . (2019). Why it is important to protect the environment: reasons given by children. International Research in Geographical and Environmental Education, 28, 228-241.

Nature play can contribute dispositions and skills relevant to sustainability

Ernst, J. ., & Burcak, F. . (2019). Young children’s contributions to sustainability: The influence of nature play on curiosity, executive function skills, creative thinking, and resilience. Sustainability, 11. https://doi.org/http://dx.doi.org/10.3390/su11154212

Young people look to outdoor refuges as a way to deal with pressures in their lives

Arvidsen, J. ., & Beames, S. . (2019). Young children’s outdoor refuges: Movements and (dis)entanglements. Children’s Geographies, 17, 401-412. https://doi.org/http://dx.doi.org/10.1080/14733285.2018.1529860

Early childhood educators require support and guidance on how to promote children's spirituality through nature

Robinson, C. . (2019). Young children’s spirituality: A focus on engaging with nature. Australasian Journal of Early Childhood, 44, 339-350. https://doi.org/http://dx.doi.org/10.1177/1836939119870907

Music Festivals as Venues for Peer Environmental Education

Fleming, P. ., Fletcher, R. ., Fleming, M. ., MacGarry, A. ., & McCahon, D. . (2019). Young people and greenhouse gas emissions at music festivals. Applied Environmental Education & Communication, 18, 166-178.

Adventure and environmental activities are associated with a higher level of youth well-being than other types of activities

Park, K. ., & Wang, S. . (2019). Youth activities and children’s subjective well-being in Korea. Journal of Happiness Studies, 20, 2351 – 2365. https://doi.org/http://dx.doi.org/10.1007/s10902-018-0048-2

Examining increases in youth science and identity outcomes from climate action filmmaking

Walsh, E. M., & Cordero, E. . (2019). Youth science expertise, environmental identity, and agency in climate action filmmaking. Environmental Education Research, 25, 656-677.

Place-based environmental problems are an environmental citizenship learning opportunity

Iversen, E. ., & Jónsdóttir, G. . (2019). ‘We did see the lapwing’ – practising environmental citizenship in upper-secondary science education. Environmental Education Research, 25, 411-421.

Play in/with snow and ice provides opportunities for children to develop knowledge and skills regarding who they are and who they can become

Sanderud, J. ., Gurholt, K. ., & Moe, V. . (2019). ‘Winter children’: An ethnographically inspired study of children being-and-becoming well-versed in snow and ice. Sport, Education and Society. https://doi.org/http://dx.doi.org/10.1080/13573322.2019.1678124

Different methods used to evaluate a nature education program highlight growth in cognitive, social, environmental, and physical domains

Volpe, M. ., Derr, V. ., & Kim, S. . (2019). “And it made me feel good inside”: Initial evidence and future methods for evaluating nature school effectiveness. Children, Youth and Environments, 29, 5-26. https://doi.org/http://dx.doi.org/10.7721/chilyoutenvi.29.2.0005

Refugees engaged in nature-based leisure activities experienced improved sense of well-being and belonging

Hurly, J. ., & Walker, G. J. (2019). “When you see nature, nature give you something inside”: The role of nature-based leisure in fostering refugee well-being in Canada. Leisure Science, 41, 260-277. https://doi.org/http://dx.doi.org/10.1080/01490400.2017.1325799

Children's literature and imaginative play can be used to promote connections with nature

Harju, M.-L. ., & Rouse, D. . (2018). "Keeping some wildness always alive": Posthumanism and the animality of children’s literature and play. Children’s Literature in Education, 49, 447-466. https://doi.org/http://dx.doi.org/10.1007/s10583-017-9329-3